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Mindfulness and Prekindergarten Stud...

Nelson, Melissa L.,

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Mindfulness and Prekindergarten Students' Self-Regulation: A Transformative Emancipatory Mixed Methods Action Research Project /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mindfulness and Prekindergarten Students' Self-Regulation: A Transformative Emancipatory Mixed Methods Action Research Project // Melissa L Nelson.
作者:	Nelson, Melissa L.,
面頁冊數:	1 electronic resource (460 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-10, Section: B.
Contained By:	Dissertations Abstracts International86-10B.
標題:	Early childhood education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31933919
ISBN:	9798310199774

Mindfulness and Prekindergarten Students' Self-Regulation: A Transformative Emancipatory Mixed Methods Action Research Project /
Nelson, Melissa L.,

Mindfulness and Prekindergarten Students' Self-Regulation: A Transformative Emancipatory Mixed Methods Action Research Project /Melissa L Nelson. - 1 electronic resource (460 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: B.

When early learners struggle to self-regulate, which is defined as controlling one's attention, thoughts, emotions, and actions for an identified goal (McClelland & Cameron, 2012; Schonert-Reichl et al., 2015), the risk of future mental, physical, academic, and social-emotional problems increases (Kim-Spoon et al., 2013; Robson et al., 2020). While all children with low self-regulation deserve support, low-income culturally and linguistically diverse students experience compounded hardships due to the nation's current and historical social, political, linguistic, and economic systems of oppression (Carter & Welner, 2013; Ursache et al., 2022). This inequity causes increased stress that can have a direct impact on the development of early learners' self-regulation. As a mental health clinician in a Head Start Early Learning Center, I have observed students' low self-regulation. Brain development in the first 8 years of life is foundational for future health and social-emotional success and highlights the critical need for early intervention. Few studies have looked at mindfulness as a way to both increase early learner's self-regulation and empower them to counteract the psychosocial detriments associated with injustice. The purpose of this transformative emancipatory mixed methods action research project is to offer a critical and culturally sustaining school-based mindfulness program that facilitates the development of prekindergarten students' self-regulation and agency. I collected data from photo-elicited, semi-structured student interviews, teacher and aide interviews, observational field notes, journal entries from critical friend meetings, the Head-Toes-Knees-Shoulders-Revised, and the Strengths and Difficulties Questionnaire. Results show positive, immediate effects on student outcomes. Specifically, students' self-regulation, prosocial behavior, and agency increased, while internalized distress and externalized behaviors decreased. Further, students demonstrated agency through an iterative path of connecting with the teacher, engaging in the lessons, and developing self-regulation skills. While not discounting harmful contextual factors, the results offer hope that critical and culturally adapted mindfulness programs can increase low-income, culturally and linguistically diverse prekindergarten students' self-regulation and empower them to use their voice, develop a sense of community with their peers, engage meaningfully in their education, and take action to help themselves, their families, and their community.

English

ISBN: 9798310199774Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Culturally sustaining pedagogy

Mindfulness and Prekindergarten Students' Self-Regulation: A Transformative Emancipatory Mixed Methods Action Research Project /
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